Calls for papers
International Journal of Social Media and Interactive Learning Environments
Special Issue on: "Flipped Classrooms with Technology"
Dr. Qiyun Wang, Nanyang Technological University, Singapore
A regular classroom is a physical space where students receive live instruction from the teacher. It has been a criticism for a long time that students in a regular teacher-dominated classroom often behave as passive information receivers rather than active knowledge constructors. After class, students often complete homework in the form of exercises to reiterate or reflect on what they have learned in the classroom.
Comparatively, the instructional process in a flipped classroom environment is different. The flipped classroom is a recently adopted pedagogical approach in which instructional lectures and homework activities are reversed. Students are required to watch pre-recorded video lectures at home before a class session while in-class activities focus on exercises, projects or discussions. By following the flipped classroom approach, it is expected that students become more active and responsible for their learning, and hence the learning outcomes are improved.
In recent years, the flipped classroom approach has attracted much attention from educators, and an increasing number of teachers are eager to explore this approach in an attempt to motivate students, improve the learning process and promote students’ learning outcomes. However, there are many challenges associated with this approach. For instance, teachers often have to spend much time preparing instructional videos before class, and must also be competent with the new role of being facilitators. In addition, students must be able to access the videos conveniently without technical difficulties.
A limited number of empirical studies in this area have been published in international journals. This special issue aims to collect and publish exemplary case studies and empirical research studies on using the flipped classroom approach to improve learning processes and outcomes. Research articles and conceptual papers related to using flipped classrooms to improve teaching and learning and creating technology-supported flipped classroom environments are welcome.Subject Coverage
Suitable topics include but are not limited to:
- Learning theories or models about flipped classrooms
- Learning motivation
- Literature reviews on flipped classrooms
- Design principles for flipped classrooms
- Instructional design for flipped classrooms
- Practical experiences of using flipped classrooms to improve learning
- Case studies of technology-supported flipped classrooms
- Implementation issues and/or concerns with flipped classrooms
- Technology support for flipped classroom design and implementation
- Effective use of technology in flipped classrooms
- Video design in flipped classrooms
- Design considerations for flipped classroom learning environments
- Challenges of implementing flipped classrooms
- Using social media to support flipped classrooms
- Effectiveness of flipped classrooms
- Promoting 21st century competencies using the flipped classroom approach
- Teachers' professional development for the design of flipped classrooms
- Students' and teachers' perceptions of flipped classrooms
- Students' and teachers' roles in flipped classrooms
- Flipped classrooms and self-directed learning
- Flipped classrooms and collaborative learning
Notes for Prospective Authors
Submitted papers should not have been previously published nor be currently under consideration for publication elsewhere. (N.B. Conference papers may only be submitted if the paper has been completely re-written and if appropriate written permissions have been obtained from any copyright holders of the original paper).
All papers are refereed through a peer review process.
All papers must be submitted online. To submit a paper, please read our Submitting articles page.
Full paper submission: 31 December, 2013
Notification of acceptance: 15 February, 2014
Final submission: 31 March, 2014